3D Neuroanatomy: Using the HoloLens for an augmented reality approach in neuroanatomy education
Notice bibliographique
Résumé
The gold standard for neuroanatomy instruction involves the use of human brain specimens and prosections; however, there is still a clear need for innovative visualizations and educational tools that supplement dissection and improve learning outcomes for students in many areas including health related disciplines. With technological advances in computer imaging and display devices, anatomy educators increasingly have a variety of options for delivering educational content. There are limitations to these approaches, which include challenges in accurately representing 3D structures, ease of use for instructors and students, as well as oversimplification or inaccurate information. Students consistently struggle with integrating 2D images into a complex representation of the interconnected brain, and overlaying this understanding with important vascular and clinically relevant information. Increasingly, 3D technologies are being employed to help close this gap in student learning; however, not all 3D technologies are alike, nor do they offer the same instructional value. The goal of the current project was to develop an augmented reality (AR) teaching tool that could be implemented in neuroanatomy instruction, and to evaluate its effectiveness in the classroom. In collaboration with Microsoft (BigPark Vancouver and Microsoft Garage Interns), an interactive lecture was developed using the HoloLens, a mixed reality headset offering the unique ability to blend virtual 3D content with the real world. Specifically, 3D reconstructions of basal ganglia nuclei were obtained from MRI scans and built into the teaching tool deployed on the HoloLens. Taking advantage of the HoloLens gesture recognition input system, interactivity was optimized, allowing the 3D reconstructions to be manipulated with ease and built up separately, as well as to visualize 2D MRI scans juxtaposed against 3D volumes of key brain nuclei. We are evaluating the pedagogical efficacy of this HoloLens teaching tool for undergraduate students, compared to traditional instructional methods. Assessments comprised multiple‐choice questions and structure identification on brain specimens focused on spatial orientation within the CNS as well as the ability to orient a 2D slice to the 3D structure of the brain. Students in both groups received baseline testing to assess both previous content knowledge as well as visuospatial reasoning to control for individual differences. Support or Funding Information PJH, TSB supported by Mitacs Accelerate Internships in partnership with Microsoft. Equipment donated from Microsoft. MG, RC supported by Emerging Media Lab, UBC Studios. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».